Evaluation of the Virtual Physiology of Exercise Laboratory program

Abstract

The Virtual Physiology of Exercise Laboratory (VPEL) program was created to simulate the test design, data collection, and analysis phases of selected exercise physiology laboratories. The VPEL program consists of four modules: 1) cardiovascular, 2) maximal O(2) consumption (Vo(2max)), 3) lactate and ventilatory thresholds, and 4) respiratory exchange ratio. The purpose of this investigation was to compare student learning from the VPEL program with that from traditional "hands-on" exercise physiology laboratory activities. Student participants from the spring 2009 Integrated Fitness Programming course were randomly assigned to either experimental group 1 or group 2. Group 1 completed a hands-on version of a typical Vo(2max) laboratory activity, whereas group 2 completed the VPEL Vo(2max) module. Both groups then completed the same assessment to evaluate their understanding of Vo(2max) laboratory concepts. Group 1 then completed the VPEL lactate and ventilatory threshold module, whereas group 2 completed a hands-on version of that same activity. Both groups then completed the same assessment to evaluate their understanding of lactate and ventilatory threshold laboratory concepts. Mean Vo(2max) assessment scores were 86.39 +/- 4.13 and 85.64 +/- 6.72 and mean lactate and ventilatory threshold assessment scores were 85.50 +/- 8.05 and 86.15 +/- 6.45 for groups 1 and 2, respectively. These findings lend additional support to the following conclusion of similar investigations (2, 4, 6): that virtual laboratories instruct students as effectively as hands-on laboratories.

Efficacy of Online Laboratory Science Courses

“…Nevertheless, a number of studies in various disciplines have reported results suggesting that a virtual or at-home laboratory can be comparable to the traditional laboratory in terms of learning outcomes (Casanova et al 2006;Dobson 2009;Feig 2010). Brinson (2015) completed a comprehensive review of empirical studies comparing the effectiveness of traditional and nontraditional (online) labs, using a model he developed for categorizing learning outcomes.…”

An Option of Hybrid Virtual Labs in an Introductory Biology Course as the Means for Accessible Learning and Enhancing Student Education

“…Multiple studies suggest that virtual labs can combat budget cuts due to the reduced spending on staff and equipment [6], [7], [10]. This is evident for the Ryerson University virtual labs since the gain in funding is the net amount after accounting for the reduced money being spent on laboratory space and personnel.…”

“…One such instance is the use of a virtual physiology of exercise laboratory program at the University of Florida (Department of Applied Physiology ad Kinesiology). Students at this institute had simulated test designs and data collection of various physiological modules as opposed to traditional hands-on lab activities [6]. The merit of this approach to virtual labs is that well designed software can be easily distributed to a large number of students while completely bypassing the need for purchasing or maintaining specialized equipment [7].…”

The Impact of Inquiry-based Virtual Labs on 11th Grade Lebanese Students' Achievement in a Biotechnology Unit

“…However, no studies have been done to investigate the impact of V-Labs, in general, or inquiry-based V-Labs, in specific, on secondary students. Very few studies have been conducted on university students majoring in biotechnology (e.g., Dalgarno, Bishop, Adlong, & Bedgood, 2009; Dobson, 2009). Since science at the secondary level becomes increasingly complex and abstract, it is important to study instructional approaches that would simplify its teaching.…”